SoundStart

The Croydon SoundStart programme is now well established. It was designed in response to the challenge presented by the government ‘wider opportunities’ pledge that all pupils should have the opportunity to learn a musical instrument while at primary school.

It was chosen by the DfES to be part of an evaluation of wider opportunities pilots, featuring in the Ofsted report and DVD ‘Tuning In’, and was the case study for music in the DfES document, ‘Enjoyment and Excellence, a strategy for Primary Schools’. One of the models in ‘Bringing Instruments into the classroom’, a set of supporting materials developed by the Qualifications and Curriculum Authority as a supplement to their scheme of work for music, was based on SoundStart. The Croydon SoundStart programme has been used in many other authorities throughout England, Scotland and Northern Ireland.

SoundStart offers whole classes (up to 30 pupils) the opportunity to learn together for a year. It ranges from the SoundStart Mini Strings for year 2 through to the SoundStart Jazz for year 7. At key stage 2 there are three main programmes using combinations of instruments – Strings (violins and cellos), Winds (clarinets, trumpets and trombones) and Keyboard and Guitar. These are complemented by single instrument SoundStarts for recorder, ukulele or percussion. Other large group instrumental teaching options are available using the principles of SoundStart.

The group is taught by a team of teachers from Croydon Music and Arts and a member of the school staff, often the music coordinator. The lesson takes place for one hour a week, during curriculum time, with a follow up practice session / support taken by the school member of staff. In addition to instrumental skills, singing and other general music skills are included so that SoundStart delivers the national curriculum for music for those pupils for the year.

Content

The course starts with initial demonstrations / workshops to the whole year group where pupils are given the opportunity to hear and try the instruments. Selection criteria for the 30 children to take part and which instrument to play includes pupil choice / desire to learn, parental (or extra school) support, and suitability. Suitability can include practical considerations such as are arms long enough for the trombone and educational considerations such as a pupil who finds other forms of learning difficult who would particularly benefit from the programme.

Schemes of work for the year have been developed, aiming to integrate the development of instrument specific skills with general music skills. The large range of activities means pupils who may, for example, find the technical skills difficult can shine in other areas such as singing or improvising / composing.

Performances and demonstrations to parents, the school and further afield are an integral part of the course. These are a motivational factor for the pupils and, as with the initial workshops / demonstrations, provide a musical input to others in the school. Seeing those taking part in SoundStart can encourage others to take up instrumental / vocal lessons.

At the end of the year pupils are offered continuing tuition. This may be in small groups but schools also often opt for a second year learning as a whole class. Pupils have the option of changing to another instrument at this stage. They are encouraged to continue their ensemble development by joining a Croydon Music and Arts music centre as well as school groups.

Funding

A government grant can be accessed to support this work at key stage 2, including tuition costs and the purchase of instruments. Although the first year of whole class tuition at key stage 2 has to be free, schools have the option of making an instrument hire charge and charging for continuing tuition. The full cost for SoundStart is much less than that of traditional small group or individual tuition.

Staff Development

Professional development is a key factor of SoundStart. Team teaching is particularly effective in providing new instrumental teaching staff with induction training to develop skills in instilling correct posture and learning habits, to be able to teach groups effectively, to be able to integrate musical and instrumental skills, and to use a rich variety of musical styles.

School staff who take part in the programme learn new skills. Depending on their current level of expertise, this can range from confidence to teach music in class to the ability to develop and rehearse extra curricular instrumental groups.

Outcomes

The musical outcomes of the programme are that pupils have received a secure foundation to instrumental learning, and have enjoyed the course. Although not able to play as technically demanding music as would normally be the case after a year, extra motivation is evident through the peer support and ensemble and wider musical activities and skills developed. Continuing pupils have shown it is possible to make rapid progress in playing skills after the year.

Schools have reported impressive outcomes in the development of children’s self discipline and ability to learn. SoundStart has been used as part of their strategy for school improvement, providing a richer environment for pupils, increasing pupil motivation, concentration and learning skills, and benefitting attainment in other areas of the curriculum. This is especially true of schools in deprived areas of the authority which have historically had little take up of instrumental lessons.

Strategies for Schools

SoundStart can be a key part in a school’s strategy for music and being able to offer all children the opportunity of learning a musical instrument. Schools have developed three main strategies for SoundStart.

Strategy 1 – Two years of SoundStart

The Ofsted report, Making More of Music, identified that for many children two years of whole class teaching was important for embedding instrumental learning before moving to small group tuition.

All children take part in a SoundStart at year 3 with Recorder / Ukulele / Percussion, across whole year group (free tuition). Some children continue (or start) small group tuition in year 4 complemented by the option of Winds or Keyboard and Guitar at year 4 (parents / carers may contribute)

Strategy 2 – One year of SoundStart

Strings / Winds / Keyboard and Guitar / Recorder / Ukulele / Percussion across whole year group. A common model is for an ensemble SoundStart for one half of the year group complemented by a single instrument SoundStart for the other half. By timetabling the sessions at the same time, or opposite another subject, schools can give pupils across the whole year group a choice of instrument.

Strategy 3 –SoundStart for those who have yet to take up opportunity

Beginner small group tuition at year 3/4 (parents / carers contribute) followed by Winds or Keyboard and Guitar at year 4

With any of the above strategies, to give parents and carers the option of tuition before key stage 2 schools may have Mini Strings at year 2 (parents / carers may contribute). Some children may continue (or start) small group string tuition in year 3 as a complement to the SoundStart in another instrument(s).

Schools are invited to contact Croydon Music and Arts for a discussion about how SoundStart can help their strategy for instrumental and classroom music.

Schools should contact Croydon Music and Arts for the latest details about costs and grants for SoundStart.